Mobile Devices: Utilization and enhancing the learning of Phonology among English Language Education Students at Universities in Ekiti State
Mobil Cihazlar: Ekiti Eyaleti Üniversitelerinde İngilizce Öğretimi Öğrencileri Arasında Fonoloji Öğreniminin Kullanımı ve Geliştirilmesi
This study explored how mobile devices were used to support the learning of phonology among English Language Education students in universities across Ekiti State. With the growing presence of digital tools in the classroom, the research aimed to understand how students made use of their mobile phones and tablets to better grasp the sound systems of the English language. A descriptive survey method was used for the study with a population of 150 ELE students from three universities in Ekiti State. The face and content scrutiny of the instrument was validated by experts in English language Education. A reliability coefficient of 0.83 was obtained using a sample outside the study area. The instrument was distributed to the respondents and their responses were analyzed using mean and standard deviation for the research question and the hypotheses were analyzed using T-test. The findings showed that students regularly used mobile devices to access phonology apps, YouTube videos, podcasts, and other interactive materials. These tools made it easier for them to understand difficult topics like articulation, stress, rhythm, and intonation. Students also reported that using mobile devices helped them learn at their own pace and stay more engaged in their studies. The study identified challenges like high cost of internet data, occasional distractions from social media, and the lack of compatibility of some devices with certain learning applications. It was recommended that Mobile devices be effectively utilized to enhance the learning of phonology among English language education students in universities in Ekiti State; lecturers be encouraged to integrate mobile-friendly content into their teaching, and that universities find ways to support students with affordable access to digital learning resources.
Bu çalışma, Ekiti Eyaleti'ndeki üniversitelerde İngilizce Öğretimi öğrencileri arasında fonoloji öğrenimini desteklemek için mobil cihazların nasıl kullanıldığını inceledi. Sınıfta dijital araçların artan varlığıyla birlikte, araştırmanın amacı öğrencilerin İngilizce dilinin ses sistemlerini daha iyi anlamak için cep telefonlarını ve tabletlerini nasıl kullandıklarını anlamaktı. Çalışmada, Ekiti Eyaleti'ndeki üç üniversiteden 150 ELE öğrencisinden oluşan bir örneklemle tanımlayıcı bir anket yöntemi kullanılmıştır. Ölçme aracının yüz ve içerik geçerliliği İngilizce Öğretimi uzmanları tarafından onaylanmış ve çalışma alanı dışında yapılan bir ön testten 0.83 güvenirlik katsayısı elde edilmiştir. Enstrüman katılımcılara dağıtıldı ve yanıtları araştırma sorusu için ortalama ve standart sapma kullanılarak analiz edildi, hipotezler ise T testi kullanılarak analiz edildi. Bulgular, öğrencilerin düzenli olarak sesbilgisi uygulamalarına, YouTube videolarına, podcast'lere ve diğer etkileşimli materyallere erişmek için mobil cihazları kullandığını gösterdi. Bu araçlar, telaffuz, vurgu, ritim ve tonlama gibi zor konuları anlamalarını kolaylaştırdı. Öğrenciler ayrıca mobil cihaz kullanmanın kendi hızlarında öğrenmelerine ve çalışmalarına daha fazla dahil olmalarına yardımcı olduğunu bildirdi. Çalışma, internet veri maliyetinin yüksekliği, sosyal medyadan ara sıra gelen dikkat dağıtıcı unsurlar ve bazı cihazların belirli öğrenme uygulamalarıyla uyumsuzluğu gibi zorlukları belirledi. Ekiti Eyaleti'ndeki üniversitelerde İngilizce eğitimi öğrencileri arasında fonoloji öğrenimini geliştirmek için mobil cihazların etkili bir şekilde kullanılması, öğretim görevlilerinin mobil uyumlu içerikleri derslerine entegre etmeleri ve üniversitelerin öğrencilere dijital öğrenme kaynaklarına uygun fiyatlı erişimi desteklemenin yollarını bulmaları önerildi.
Adebisi, B., & Olayemi, T. (2022). Overcoming barriers to mobile learning in Nigerian higher education. Journal of Digital Education and Innovation, 14(3), 101–118.
Adegbite, K., & Salami, A. (2021). Mobile technology and phonological learning in Nigerian ESL classrooms. Nigerian Journal of Applied Linguistics, 13(2), 87-102.
Adegbite, W. (2021). English phonology in Nigeria’s multilingual environment: Challenges and prospects. Nigerian Journal of Applied Linguistics, 9(1), 15-29.
Adegoke, A. A., & Cloete, H. (2022). Mobile learning and digital inclusion in African higher education: Challenges and prospects. African Journal of Educational Studies, 18(3), 44-58.
Adeoye, B., & Olajide, O. (2023). Digital literacy and mobile-assisted learning: Bridging the gap in Nigerian universities. African Journal of Educational Technology, 18(2), 112–127.
Adeyemi, T., & Olanrewaju, S. (2023). Promoting responsible mobile learning among university students: Policies and strategies for digital well-being. Journal of Educational Technology and Society, 26(1), 57-69.
Ally, M. (2020). Foundations of mobile learning. Routledge. https://doi.org/10.4324/9780429286797
Al-Munawwarah, S. (2022). Enhancing phonology learning through mobile-assisted collaborative strategies. Journal of Applied Linguistics and Language Research, 9(1), 15–29.
Alshammari, R., Parkes, M., & Adlington, R. (2022). Gamification and mobile-assisted language learning: Impacts on learner motivation and engagement. International Journal of Educational Technology in Higher Education, 19(1), 56-70.
Ashby, P., & Maidment, J. (2021). Introducing phonetic science (2nd ed.). Cambridge University Press.
Bello, T., & Akinyemi, M. (2024). Integrating mobile learning into university curricula: A framework for Nigerian institutions. African Journal of Higher Education Studies, 21(1), 19-34.
Brown, J., & Taylor, M. (2022). Digital distractions and multitasking in mobile learning environments: Impacts on student focus. Journal of Digital Learning Environments, 7(3), 33-47.
Chaka, C. (2020). Mobile learning for English language education in Africa: Opportunities and constraints. South African Journal of Education, 40(2), 1-12. https://doi.org/10.15700/saje.v40n2a1830
Chen, Y., & Chen, H. (2021). Mobile-assisted language learning and collaborative communication: A case study on pronunciation training. International Journal of Emerging Technologies in Learning, 16(24), 89–102.
Chen, Y., & Hsieh, S. (2020). Using mobile-assisted language learning to enhance pronunciation skills. Educational Technology Research & Development, 68(5), 2123–2140.
Chen, Y., & Zhang, X. (2023). Artificial intelligence and adaptive learning in mobile phonology education: A review of applications and future directions. Language Learning & Technology, 27(1), 77-94.
Chung, H. (2020). The role of automatic speech recognition technology in pronunciation training: Benefits and challenges. Language Learning & Technology, 24(3), 1-15. https://doi.org/10.10125/44745
García Botero, G., Questier, F., & Zhu, C. (2019). Self-directed language learning using mobile apps: Insights from a longitudinal study. Computer Assisted Language Learning, 32(1-2), 71-97.
Garcia, E., & Weiss, E. (2023). Socioeconomic inequalities in digital learning access: Implications for educational equity. Educational Researcher, 52(1), 65-80.
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (pp. 215-239). Lawrence Erlbaum Associates.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19.
Kukulska-Hulme, A., & Viberg, O. (2022). Mobile collaborative language learning: State of the art and new directions. Language Learning & Technology, 26(1), 1-17.
Kumar, S., & Mohite, P. (2021). Mobile learning in higher education: Trends, benefits, and challenges. International Journal of Educational Technology in Higher Education, 18(1), 1-17. https://doi.org/10.1186/s41239-021-00270-6
Lee, J., & Xie, Q. (2021). Managing digital distractions: The role of self-regulation in mobile learning environments. Computers & Education, 164, 104120.
Liu, Y., Tai, S., & Lin, X. (2021). Mobile-supported collaborative learning: A case study of phonological training in EFL classrooms. British Journal of Educational Technology, 52(6), 1205–1220.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Odden, D. (2020). Introducing phonology (2nd ed.). Cambridge University Press.
Ojo, A., & Fasasi, R. (2023). The role of digital literacy in mobile learning adoption in Nigerian universities. Journal of African Educational Research, 15(1), 56–72.
Okebukola, P. (2021). Challenges and opportunities in integrating technology in Nigerian higher education. Journal of Educational Development, 22(3), 45–63.
Piaget, J. (1972). The psychology of the child. Basic Books.
Stockwell, G. (2022). Mobile-assisted language learning: Concepts, contexts, and challenges. Cambridge University Press.
Sung, Y. T., Yang, J. M., & Lee, H. Y. (2020). The effects of mobile learning on students’ learning achievement and cognitive load: A meta-analysis. Educational Research Review, 30, 100320.
UNESCO. (2021). The digital learning divide: Challenges and solutions for equitable education. United Nations Educational, Scientific and Cultural Organization Report.
Wang, Y., & Gao, X. (2023). Mobile-assisted language learning: Current trends and future directions. Computer Assisted Language Learning, 36(3), 221-239. https://doi.org/10.1080/09588221.2022.2046208
Wang, Y., & Zhang, W. (2022). The role of AI-driven applications in personalized language learning: Opportunities and challenges. Language Learning & Technology, 26(2), 1-18. https://doi.org/10.10125/44725
Zhang, H., & Zou, D. (2020). Mobile-assisted pronunciation learning: The impact of interactive feedback on EFL learners’ pronunciation improvement. British Journal of Educational Technology, 51(3), 843–855.
Zhao, Y., & Chen, C. (2021). Mobile learning for phonetic accuracy: A review of apps and pedagogical approaches. Educational Technology Research and Development, 69(4), 195-212.
Zou, D., Wang, J., & Xing, M. (2021). Mobile-based pronunciation training and its impact on L2 learners’ speaking proficiency. British Journal of Educational Technology, 52(5), 1083–1098.
Copyright (c) 2025 Maureen O. Okoh- Joy Elkanah- Olubusayo Victor Fakuade
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who will submit works to the Journal of Western European Social Sciences Research; You are required to fill out the copyright transfer form. To fill out the form, fill in and approve the content below.
The "Western European Journal of Social Science Studies" provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The author(s) and copyright holder(s) acknowledge that all users have the right to free access to articles published in this Journal. In order to protect the copyrights and rights of the Journal licensed under the Creative Commons License, authors of accepted articles agree to share their works with others with full approval of the works.
Downloads
Article Information
- Article Type Articles
- Submitted 16 July 2025
- Accepted 24 November 2025
- Published 27 November 2025
- Issue Vol. 2 No. 3 (2025): Volume 2 Issue 3 (2025): West European Journal of Social Sciences
- Section Articles
